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Student performance varies with text or stimulus complexity, task demands, and context, improving as students handle more challenging inputs and demonstrate skills more accurately and consistently across performance levels.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mathematics-grade-8-proficiency-level-descriptors-and-performance-claims/538028/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mathematics-grade-8-proficiency-level-descriptors-and-performance-claims/538028.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of performance level descriptors in this document?","Question",{"text":63,"@type":64},"Performance level descriptors connect state assessment results to classroom instruction and formative assessments. 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The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>MATHEMATICS GRADE 8 |  | Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contexts in which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently. |  |  |  |\n| Functions Student performance indicates the ability to… |  |  |  |  |  |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| 8.F.1-1 | Recognize that some multiplication equations can be considered comparisons. |  | Recognize that a function is a relation with inputs and outputs. | Determine whether a relation is a function. | Determine whether a function is a one-to-one function. |\n| 8.F.1-2 | Create a table consisting of an input and the corresponding output. |  | Create ordered pairs of inputs and the corresponding outputs. | Graph the set of ordered pairs consisting of an input and the corresponding output. | Use function notation,\u003Cbr>evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context. |\n| 8.F.2 | Identify basic differences between two functions. |  | Compare two linear functions. | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions) . | Interpret key features of\u003Cbr>graphs and tables in terms of the quantities and sketches graphs showing key features given a verbal description of the relationship. Key features include intercepts intervals where the function is increasing, decreasing, positive, or negative, relative maximums and minimums. |\n| 8.F.3 | Identify functions. |  | Classify functions as linear or nonlinear. | Interpret the equation 􀝕 = 􀝉􀝔 + 􀜾 as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. | Relate the domain of a function toa graph and, where applicable, to the quantitative relationship it describes, limiting to linear functions and non-linear. |\n\n| \u003Cbr>Claim 1  Below Proficient  Approaching Proficient  Proficient  Above Proficient |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| 8.F.4 Identify the slope and the yintercept in a function. | Construct a function given the slope and the y-intercept. |  | Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. |  | Construct a function to model a linear relationship between two quantities. Use the rate of change and initial value to make conjectures about the data. |\n| 8.F.5-1 Identify basic trends in a graph, such as general increases or decreases. |  | Describe simple functional rela","cbCaiiu9tDIyu5r3","https://ap.wps.com/l/cbCaiiu9tDIyu5r3","pdf",339033,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Mathematics Grade 8 Performance Claims\n## Functions (Claim 1)\n### 8.F.1-1 to 8.F.3\n### 8.F.4 to 8.F.5-2\n## The Number System (Claim 2)\n### 8.NS.1 to 8.NS.2","[{\"question\":\"What is the purpose of performance level descriptors in this document?\",\"answer\":\"Performance level descriptors connect state assessment results to classroom instruction and formative assessments. They define academic proficiency as a range of observable student performance.\"},{\"question\":\"How does student performance relate to proficiency in the document?\",\"answer\":\"A student’s proficiency demonstration depends on task complexity, text or stimulus difficulty, and the contexts used. As performance improves, students typically manage more challenging tasks and demonstrate skills more accurately and consistently.\"},{\"question\":\"Which Grade 8 mathematics areas are covered in the performance claims?\",\"answer\":\"The document includes performance claims for Functions (Claim 1) and The Number System (Claim 2). Each claim lists what students can do across performance levels from below proficient to above proficient.\"}]","MATHEMATICS GRADE 8 - Proficiency Level Descriptors and Performance Claims | PDF",1791606018,18]